Article 1
In a
research article by Zincir, Rana, Basarici, and Balta (2014) entitled Analysis
of e-Learning Outcomes at Higher Education: A Case Study a study was undertaken
to look at the outcomes for an e-learning system implemented at Yasar
University in Izmir, Turkey. The study
evaluated the learning outcomes for students being enrolled into what they
refer to as Yasar University e-learning system (YES). It began with a need to implement classes
that could be rolled out to all of their students into seven (7) fundamental
courses deemed necessary to ensure their students were satisfying the aim of
the university to educate and graduate students with a professional attitude
that accepts responsibility and with a beneficent attitude toward their
environments. The on-line courses were
designed specifically to make students responsible for their learning with less
percentage going towards testing and a greater degree of grading attributable
to participation in the e-learning environment.
The results showed poor grades for the first year after implementation
but after including a stronger orientation for classes thereafter the grades
exponentially increased. This was an
interesting article that shows implementation with thorough orientation to the
courses that stress the grading criteria and objectives can promote success in
achieving learning outcomes for students.
Reference:
Zincir, I., Rana, T. A., Basarici, S., & Balta, S.
(2014). Analysis of e-learning outcomes
at
higher education: A case study. Proceedings of the European Conference on E-Learning, 599-604.
higher education: A case study. Proceedings of the European Conference on E-Learning, 599-604.
Article 2
In an
article by Rowe and Rafferty (2013), a systematic review was done to look at
student learning outcomes for e-learning courses associated with self-regulated
learning (SRL). The review discusses
numerous studies that have been launched to investigate the effects of SRL in
the e-learning environment. In all of the
studies named, the overall consensus is clear that students involved in self-regulated
on-line e-learning programs are more successful when instructors provide
self-regulation prompts throughout the course material. The processes and stages of SRL are outlined
in the article. There are four stages of
SRL (1-4), and four processes (5-8) named respectively as: 1) planning and goal
setting; 2) self-monitoring; 3) controlling; 4) reflecting; 5) cognition; 6)
motivation, 7) behavior; and 8) context.
The progression through the process is similar to what one might see
with Bloom’s taxonomy. The
recommendation calls for on-line educators to design courses that utilize SRL
as the research points to greater outcomes for student comprehension and
successful transfer of knowledge and skills.
Also, included are design instruction suggestions that instructors can
utilize when planning and implementing e-learning instruction.
Reference:
Rowe, F. A., and Rafferty, J. A. (2013). Instructional design interventions for
supporting self-
regulated
learning: Enhancing academic outcomes in
postsecondary e-learning environments. Merlot
Journal of Online Learning and Teaching, 9(4).
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